Adult students and their social representations about adult high school: an exploration using the technique of focus groups

  • Angel Donvito Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT). Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN). Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).
  • María de los Ángeles Fanaro Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT). Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN). Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).
  • María Rita Otero Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT). Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN). Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET).

DOI:

https://doi.org/10.19137/praxiseducativa-2017-210308

Keywords:

adult high school, categorization, social representations

Abstract

The results of five focus groups with Adult High School (AHS) students to explore and characterize their interests to attend this institution are presented. Their Social Representations (SR) about the social and personal function of the AHS are explored. As a first approach to this issue, an inductive categorization was made from analysis of the printed transcript of the conversations, and the software Atlas.ti®. The results indicate that the SR identified do not allow these students to critically analyze if the school guides them to achieve their objectives. The results constitute the basis for conducting a survey. Also, the results indicate the need to consider the interests and SR of adults among the factors that must be considered to rethink the AHS.

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Published

2017-12-08

How to Cite

Donvito, A., Fanaro, M. de los Ángeles, & Otero, M. R. (2017). Adult students and their social representations about adult high school: an exploration using the technique of focus groups. Praxis Educativa, 21(3), 68–76. https://doi.org/10.19137/praxiseducativa-2017-210308

Issue

Vol. 21 No. 3 (2017): septiembre-diciembre

Section

Artículos

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